LC 1046 
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THE TRAINING OF WORKERS IN 
TRADES AND INDUSTRIES 







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University of Texas Bulletin 

No. 2002: January 5, 1920 



The Training of Workers in Trades and Industries 




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PUBLISHED BY THE UNIVERSITY SIX TIMES A MONTH. AND ENTFRED AS 

SECOND-CLASS MATTER AT THE POSTOFFICE AT AUSTIN, TEXAS. 

UNDER THE ACT OF AUGUST 24. 1912 



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The benefits of education and of 
useful knowledge, generally diffused 
through a community, are essential 
to the preservation of a free govern- 
ment. 

^am Houston 



Cultivated mind is the guardiai? 

genius of democracy It is the 

only dictator tKat freemen acknowl- 
edge and the only security that free- 
men desire. 

Mirabeau B. Lamar 



THE TRAINING OF WORKERS IN TRADES AND 
INDUSTRIES 

The University of Texas, with the desire to serve the 
people of the State in a still larger way, now offers in- 
structor-training courses in trade and industrial education. 

The need for training among workers will be determined 
through industrial surveys throughout the State. When- 
ever a need is shown, skilled workers will be trained to 
become instructors for classes, which will be organized in 
plant, mill, factory, school, and store. 

In cooperation with the State Board of Vocational Educa- 
tion, classes in trade and industrial subjects will be organ- 
ized in industrial centers of the State. The instructors for 
these classes will be trained by vocational teacher trainers 
from the University of Texas. 

In the summer session of the University, courses in the 
study of the problems in vocational education will be offered. 
These will be of interest to managers, employers, foremen, 
workmen, school executives, and teachers. 

This bulletin outlines in general the field of vocational 
education. If additional information is desired concerning 
any particular course, a detailed outline of that course will 
be furnished upon request. 



Trade and Industrial Education 

S. M. Ransopher Director 

Laura Murray Assistant Director 



PURPOSE OF TRADE AND INDUSTRIAL EDUCATION 

A greater degree of skill among the workers in Texas in- 
dustries summarizes the aim of this work. By workers, we 
include persons emplo3^ed in industry, from the manager of 
the concern to the office boy. To add to the skill of man- 
agers, mechanics, and apprentices, both men and women, 
who are employed in the industries of the State, is the aim 
of trade and industrial education. 

Highly skilled workers are a great asset to the State. 
In the year 1910, each worker in Massachusetts added $990 
to the value of raw material over and above his earnings, 
which averaged $758 ; each worker in Tennessee added $464 
to the value of the raw material, and received $455 for his 
work. Massachusetts, with more highly skilled workers, 
better managers, and better equipment, was able to turn 
out a higher grade and therefore more valuable product, 
and at the same time pay workers a higher wage. 

DOES TRAINING PAY? 

(Figures are from the 1910 Census) 



Massachusetts 



■$990 — Value each worker added to the 
raw material. 



BHi^^*i^BB^^^^^^Mi$758 — Each worker's average yearly wage. 
Tennessee 

lB^HBBBiMi^M$464 — Value each worker added to the raw material. 
I$455 — Each worker's average yearly wage. 



The Training of Workers in Tr^ades and Industries 5 




Smelter — El Paso 

To Managers arid Employers: 

To secure and hold skilled workers is one of the most 
serious problems facing most employers. 

The Director of Trade and Industrial Education will 
help you train your semi-skilled workers. This can be 
done in your own factory with one of your most skilled 
workers acting as the instructor. Are some of your ma- 
chines idle because of a shortage of skilled workers? Is 
your production below what it should be, because of "green" 
hands? 

Submit your training problems to us; we shall be glad 
to help in their solution. The service is free. 



Foremen Training: The demand for trained foremen, 
the non-commissioned officers of industry, was never greater 
than at the present time. 

Realizing this demand, the Federal Board for Vocational 
Education, by working with one of the largest concerns in 
the country, has developed probably the most thorough fore- 
man training course ever presented. 

If you are interested in foreman-training, write the Di- 
rector of Trade and Industrial Education. 



University of Texas Bulletin 




Oil Refinery — Fort Worth 

To Workers: 

Are you among the most highly skilled workers in your 
trade, or are you a little hazy about some things which the 
best workman in your trade could explain? Are you pre- 
pared to fill a better position than you now hold? 

Through the cooperation of the State Board for Voca- 
tional Education and the public school of any community, 
courses in trade and industrial education may be estab- 
lished. These courses will help you to become more skilled 
in your trade, thus preparing you for a better position. If 
you are willing to spend some of your spare timei in a class 
instructed by a first-class workman, you can secure the 
training you need. Wherever a need is found, trade exten- 
sion) classes may be opened for men and women; for ex- 
ample, drawing for machinists and carpenters, blueprint- 
reading for machinists, special methods in machine opera- 
tion for machinists, estimating for carpenters, starting and 
lighting for auto mechanics, power-machine operating for 
women garment workers, table service for waitresses — in 
short, classes in any subject which will make you more 
skilled in your trade. 



The Training of Workers in Trades and Industries 7 




Flour Mill— Wichita Falls 



To Teachers: 

There is at present a great demand for teachers of shop 
and related subjects in industrial schools. Good salaries 
are paid, chances for promotion are excellent, and the field 
is just opening up. 

Vocational teachers for shop subjects are taken from the 
trade. Men and women who have spent several years at 
their respective trades, and who thoroughly understand 
their work from the production viewpoint, will be enrolled 
in instructor training courses, which prepare for employ- 
ment as instructors in trade and industrial education 
classes. 

Teachers of related subjects — those who teach mathe- 
matics, drawing, and science — are taken in most cases from 
the schools. Manual training and home economics teachers 
who have spent or are willing to spend some time working 
in one or more trades to secure the necessary trade contact, 
may secure certificates, as related subjects teachers, by 



University of Texas Bulletin 




Building Activity — Dallas 



studying trade and industrial education two summer ses- 
sions at the University of Texas. 

General continuation teachers — those who teach arithme- 
tic, English, writing, and other general education subjects 
in part-time schools — are usually taken from the public 
schools. They are trained to teach young people who are 
now employed, but have left school before finishing their 
common-school work. Since the courses for these classes 
will be for those who have entered industry, teachers of 
these subjects should be able to teach from an industrial 
viewpoint. 

Teachers who are interested in vocational work should 
write the Director of Trade and Industrial Education. 



The Training of Workers in Trades and Industries 9 



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On the Highway — Famous Burkburnett Oil Fields 



To School Executives: 

The vocational education movement is the big problem 
in educational administration at the present time. The war 
has shown the American public the value of teaching young 
people a trade. 

In order to keep in the front rank of progress, you must 
study the needs and possibilities of your community from a 
vocational viewpoint. 

Education should not be one-sided. It should prepare the 
worker not only to live, but to make a living. Very tew 



10 



University of Texas Bulletin 




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Pattern Shop — San Antonio 



men with good trades are hampered in making a living 
nowadays. 

Vocational education creates a demand for and broadens 
the field of general education. 

The Federal and State Governments will help your local 
board finance vocational work. The Director of Trade 
and Industrial Education will gladly give information re- 
garding vocational schools of every type, courses of study, 
equipment, organization, and assist you in finding qualified 
teachers. 

Remember that classes along the line of general educa- 
tion can be opened for the young worker who has left school 
before completing common school or high school. These 
classes are usually organized in general continuation schools. 



The Training of Woi-kers in Trades and Industries 11 




The Dam at Austin 

Types of Trade and Industrial Schools 

all-day unit trade schools 

Aim. — To teach the boy or girl the fundamentals of a 
trade. 

Who are the students? — Boys and girls who are not yet 
employed, but who wish to learn a trade. 

When is the school open? — All day, at least five days a 
week. Courses vary from one to four years. 

What subjects are taught? 

Shop Subjects 



The Building Trades. 
Auto Mechanics. 
Blacksmithing. 
Sheet Metal Work. 
Machine Shop Work. 
Patternmaking. 
Electrical Work. 
Dressmaking. 
Flower and Feather 
Making. 

Many other trades depending on the local demand, 
half of each day is spent in the shop. 



Millinery. 

Garment Machine Oper- 
ating. 

Straw Hat Machine 
Operating. 

Gas and Electric Weld- 
ing. 

Printing. 

Painting and Decorating. 

Bricklaying. 



One- 



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University of Texas Bulletin 




Tool Factory — Houston 

Related Subjects 

Trade Drawing. Trade Mathematics. Trade Science. 

Non-Vocational Subjects 



English. 



Industrial Geography. 



Writing. 



Industrial History. 



Civics. 



One-half of each day is spent on related and non-voca- 
tional subjects. 

Who are the teachers? 

Shop teachers — drawn from the trade and given instruc- 
tion in methods of teaching. 

Related subjects teachers — usually drawn from the regu- 
lar day schools, and experienced in several different trades. 
It is necessary that they know how to teach their subject 
from a trade viewpoint. 

How is the school financed? — State and Federal funds 
may be used for reimbursement up to one-half the cost of 
salaries of teachers in approved schools, while the local 
community pays the other half. 



The Training of Workers in Trades and Industries l:\ 




Shipping — Galveston 



PART-TIME TRADE PREPARATORY SCHOOLS 

Aim. — To increase skill and intelligence in a vocation 
other than that in which the student is employed. 

Who are the students? — Young men and women who are 
employed, but who wish to learn a trade by spending a part 
of their time in trade classes. For example, a Western 
Union messenger boy wants to become a telegrapher, or a 
cash girl in a department store wants to become a sales- 
woman. Part-time classes should be available for them. 

When is the school open? — Part-time schools are held 
during working hours, on the employer's time, and at least 
144 hours' instruction must be given each year. They may 
also be held during the slack season. 

Where are the classes held? — Usually in the plant, shop, 
or factory where the student works, but always in some 
easily accessible place. 

What subjects are taught? — Trades for which there is a 
demand for training. A few examples are given : Morse 
operating for messenger boys ; salesmanship for cash girls. 

Who are the teachers? — Mechanics from the trades who 
have had training in methods of teaching their trade. 

How is the school financed ? — The State and Federal Gov- 
ernments pay one-half the expense of teaching, while the 
concern or local community pays the other half. 



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University of Texas Bulletin 




Loading Timber — Beaumont 
EVENING TRADE EXTENSION SCHOOLS 

Aim. — To aid workers to become more skilled in the 
trades. 

Who are the students? — Men and women who are work- 
ing at their trades, but who wish to prepare for better po- 
sitions. 

When is the school open? — Any time outside regular work- 
ing hours, mornings, evenings, afternoons, and "off" per- 
iods. 

What subjects are taught? — Any subject related to the 
regular occupation of the worker. A few examples are 
given : 

Blueprint-reading for Machinists, Carpenters, Electri- 
cians, Structural Steel Workers, Plumbers, Bricklayers, and 
Concrete Form-Makers. 

Estimating for Carpenters, Inside Wiremen, and Plumb- 
ers. 

Chemistry of Oils for Refiners. 

Distillation of Oils for Still Men. 

National Electrical Code for Wiremen. 



The Training of Workers in Trades and Industries 15 

Starting and Lighting for Auto Mechanics. 

Chassis Repair for Auto Mechanics. 

Science of Milling for Millers. 

Sanitation for Bakers. 

Universal Milling Machine Operation for Machinists. 

Power Machine Operation for Garment Workers. 

Power Machine Operation for Hat Makers. 

Art Needle Work for Milliners and Dressmakers. 

Table Service for Waitresses. 

Salesmanship for Department Store Workers. 

Composition for Printers. 

Projection Drawing for Sheet Metal Workers. 

Special Courses for Cooks. 

Tool Sharpening for Blacksmiths. 

Pumps and Condensers for Steam Engineers. 

Value of Fuels for Steam Engineers. 

Reenforcing Concrete for Concrete Workers. 

Who are the teachers? — Men and women who are work- 
ing at their trades and are considered among the best work- 
men in the industry. They are given instruction in how 
to teach their subject before the class is opened. 

Hoiv is the school financed? — State and Federal funds 
may be used for reimbursement up to one-half the cost of 
salaries of teachers in approved schools, while the local 
community pays the other half. 

GENERAL CONTINUATION SCHOOLS 

Aim. — To continue the general education of young work- 
ers who have left school at an early age to enter industry. 

Who are the students? — Boys and girls, 14 years old or 
older, employed in the factory, mill, plant, or store, who 
wish to prepare for better service. 

What subjects are taught? — Arithmetic, English, writing, 
and civics, and other subjects relating to the mill, factory, 
store, or plant. 



16 University of Texas Bulletin 

Where is the work given? — Usually in the mill, factory, 
store, or plant, but may be given in buildings easily acces- 
sible during working hours. 

Who are the teachers? — Experienced teachers from the 
public schools who are willing to take vocational training 
in order to get the trade viewpoint. 

How is the school financed? — One-half the salaries of the 
teachers is paid by the State and Federal Governments and 
one-half by the local community. In rural communities and 
small towns, State and Federal aid may be granted to the 
extent of three-fourths, leaving only one-fourth to be paid 
by the local community. 

METHOD OF SECURING AID 

1. Determine what kind of vocational traning is needed 
in the local community. 

2. Make application to the State Board for Vocational 
Education giving the following information : 

(a) The kind of classes to be organized — part time, 
evening, or day trade. 

(b) State the names and qualifications of teachers who 
will carry on the work. Teachers may secure certificates 
as shop or related subjects teachers from the State Board 
for Vocational Education after taking training in industrial 
education at the University of Texas. 

(c) State where the work will be given. 

(d) State that the work is under public supervision and 
control. 

(e) The funds needed for carrying on the work. 



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